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MSBA Feasibility Study- Preliminary Design Program
3.1.2 Education Program Requirements Cape Cod Regional Technical High School District
Cape Cod Regional Technical High School, Harwich, Ma. Feasibility Study - Preliminary Design Program
Table of Contents Introduction……………………………………………….……………………………………………….. Page 3
Vision………………………………………...………………………………………………………………….Page 3
Grade and School Configuration Policies…………………………………………………….….Page 4
Class Size Policies…………………………………………………………………………………………..Page 8
School Scheduling Method………………………….………………………………………………….Page
11
Teaching Methodology and Structure…………………………………………………………….Page
11
English Language Arts ……………………………………………………………………………..Page
12
Mathematics…………... ……………………………………………………………………………..Page
14
Science……………………. ……………………………………………………………………………..Page
15
Social Studies …………………………………...…………………………………………………..Page
17
Academic Support Programming Spaces ..…………………………………………………..Page
18
Student Guidance and Support Spaces .……………………………………………………..Page
19
Teacher Planning…………………………………………...………………………………………………Page
20
Cape Cod Regional Technical High School, Harwich, Ma. Feasibility Study - Preliminary Design
Program1
Pre-kindergarten…………..……………………………………………………………………………….Page
20
Kindergarten……………………..…………………………………………………………………………..Page
21
Lunch Programs……………………………………………………………………………………………..Page
21
Technology Instruction Policies & Program Requirements……….……………………..Page
22
Visual Arts Programs……………………………………………………………………..……………….Page
24
Performing Arts Programs…………………………………..………………………………………....Page
24
Physical Education Programs…………………………..……………………………………………..Page
25
Table of Contents (Cont.)
Special Education Programs………………….………………………………………………………..Page
27
Vocations and Technology Programs……………………….……………………………………..Page
30
Narrative Description of the Types of Educational
Activities Intended for Core Academic Spaces...……………………………………………...Page
31
Transportation Policies…………………………...……………………………………………………..Page
31
Cape Cod Regional Technical High School, Harwich, Ma. Feasibility Study - Preliminary Design
Program2
Functional & Spatial Relationships……………..…………………………………………………..Page
31
Security and Visual Access Requirements………………..……………………………………..Page
34
Description of What Currently Occurs
in a Student’s Day in a General Classroom..……….……………………….……………..…...Page
36
APPENDIX A: Chapter 74 Submission to
Department of Elementary and Secondary Education (DESE)…………………………..Page
40
Introduction
Cape Cod Regional Technical High School District (hereinafter referred to as the
“district”) sits on sixty-seven acres in Harwich, Massachusetts serving ninth through
twelfth graders from the towns of Barnstable, Brewster, Chatham, Dennis, Eastham,
Harwich, Mashpee, Orleans, Provincetown, Truro, Wellfleet and Yarmouth. The 214,000
square foot facility opened in 1975. From an educational standpoint, many of the
Cape Cod Regional Technical High School, Harwich, Ma. Feasibility Study - Preliminary Design
Program3
classrooms are obsolete and inadequate for the delivery of twenty-first century
education. The third floor academic classrooms and bottom floor construction cluster
were originally designed with the “open concept” with no walls. Soon after construction,
walls were erected to foster a more conducive learning environment. Over the years
technical area offerings have changed and the building has been continuously
partitioned for the needs of the time. With the lack of natural light in many educational
spaces and the majority of mechanical systems well past their useful life, the district
desperately needs a new or substantially renovated facility.
Vision Dr. Frank Locker, an educational consultant, conducted three full-day “Visioning Sessions”
on July 11, 12 and 29 at the facility. Thirty-five stakeholders from inside and outside the
school participated. When participants were asked to encapsulate the future of
education in the district, the three words cited most were collaborative, relevant and
integrated. The overarching principles to deliver on this future-oriented educational
vision call for the district to:
incorporate a number of innovative 21st century educational practices already in
discussion or operation in classrooms and technical areas at CCT and to extend
those practices.
create a common understanding of this Educational Vision among administrators,
faculty, parents, and students to continuously transition the educational model
from one that is fairly traditional to one that is more transformed
prepare students for success in the 21st century, an emerging world of global
competition, uncertain employment prospects, infinite access to information, and
rapid change in technology
teach 21st century skills at the same time as traditional content
build relationships with students, families, and communities through school
structure and programs
aspire beyond the Common Core and beyond the Massachusetts Department of
Elementary and Secondary Education guidelines to do what is best for student
Cape Cod Regional Technical High School, Harwich, Ma. Feasibility Study - Preliminary Design
Program4
learning, and to instill a lifelong sense of wonder and purpose that creates
independent, lifelong learners
establish a program of staff professional development to support the desired
educational delivery
The vision for educational delivery requires a transition to the following instructional
models which necessitates that the district will:
employ project-based learning on a regular basis
make academic courses more relevant to students by shifting the daily delivery
model to include making things to learn
group students in small learning teams to foster communication, collaboration,
and improved social skills, and foster differentiated instruction
organize teachers in teaching teams
create a school and community culture that values flexibility for change
position students to learn 21st century skills, especially the “four C’s”,
collaboration, communication, creativity, and critical thinking, while
simultaneously meeting standard curriculum goals
integrate the curriculum by interrelating traditionally separate content areas,
ideally with multiple teachers synchronously teaming. Integrate academics with
academics with career-tech, academics with academics, and career-tech with
career-tech
pilot innovative deliveries such as mastery learning and blended learning/flipped
classroom for planned future large scale implementation
recognize students’ Multiple Intelligences in creating student centered
differentiated learning experiences
Simultaneous to the delivery models above, it is imperative that the district realize that
our world is dependent on technology implementation in all aspects of life. Technology
must not be viewed as a curriculum add-on, but, rather as an effective tool to be utilized
in meaningful instruction that is relevant and rigorous. Students must be provided with
the technological skills and knowledge which will enable them to function successfully in
a global context. To that end, the district, with respect to the integration of technology,
should:
Cape Cod Regional Technical High School, Harwich, Ma. Feasibility Study - Preliminary Design
Program5
recognize that computer technology can be more effective than a teacher in
recognizing individual students’ learning patterns and style preferences.
utilize computers as part of a strategic initiative to personalize learning
guarantee wireless capability in all spaces in future school facility
deploy mobile devices in lieu of desktop devices
create places and learning goals for students to learn using new technology,
including documentation of oral presentations, and the production of videos,
storyboards, and apps
The guiding principles, educational delivery models and technology integration imply the
following educational Structure to establish the organizational patterns necessary to
group students and teachers in the most effective ways. The following outlines the vision
for the district’s educational structure in a new or renovated facility:
ORGANIZATION
Position educators to better know their students through the size and strategic
placement of learning spaces
Increase opportunities for students to learn through internships
RELATIONSHIPS
Organize schools as Small Learning Communities to support formation of
relationships
Support synchronous teacher teaming through common planning time, class
scheduling and Professional Development
Foster student collaboration to build communication skills and the ability to work
with others
Create opportunities for students to grow socially and emotionally while working
with others in classroom assignments
CURRICULUM
Build 21st century skills while meeting traditional curriculum goals
Cape Cod Regional Technical High School, Harwich, Ma. Feasibility Study - Preliminary Design
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Create regular opportunities for students to improve their oral communication
skills
SCHEDULE
Create common planning time for teachers
Institute strategic scheduling changes to empower the concepts outlined in this
Vision. The school schedule must provide for flexibility and collaboration
Finally, this comprehensive vision, developed collaboratively with the district’s
stakeholders, has facility implications. The district should seek to:
design facilities to be flexible, able to support multiple learning modalities,
teaching styles, and program change over time
develop Small Learning Communities (SLCs) learning spaces arranged in clusters.
The SLCs will each have career-tech learning spaces and academic learning spaces
establish a Freshman SLC (shared with one themed SCC)
develop SLCs for Grades 10-12 will be themed around the career-tech programs
offered within each
select furniture that supports collaboration, different learning modalities, and is
substantiated by brain research
create Teacher Planning Centers within each SLC to foster collaboration,
interdisciplinary teaching, and greater knowing of students by teachers
create building plans that offer security and safety despite constant visitors, many
of whom will be active participants in student learning. Create a Community Zone
and a safe and Secure Zone
develop a Customer Service Lounge to receive customers to CTE businesses within
the school facility, with direct access or concierge services
create spaces that support more “hands-on” learning, including Makerspaces
Grade and School Configuration Policies
Cape Cod Regional Technical High School, Harwich, Ma. Feasibility Study - Preliminary Design
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The district is comprised of one high school serving grades nine through twelve (9-12).
The district enrollment on October 1, 2015 was 616 students which was a twelve year low
in enrollment for the district. In August 2016, the District enrollment had increased to
635. The high school is currently organized by departments and technical areas, with
special education classrooms located primarily on the third floor.
The district’s future will most likely be centered around an academy model. To
accommodate this possibility, the facility should be designed in such a way that areas are
flexible to accommodate the type of scheduling and space configuration an Academy
model would require. The district is continuing to consider the implementation of four
technical academies (Transportation, STEAM, Hospitality/Life Sciences and Construction.)
in which the students would be organized into teams with dedicated specialists and a
common set of teachers across the curriculum. In addition to the four technical
academies the district is investigating the social/emotional benefits of creating a
freshmen academy to support the transition of students from twelve sending towns. The
freshmen academy would be housed within the smallest of the four academies. Creating
academies will minimize student transition throughout the building. The design
implications of this option include: a dedicated set of general classrooms with adjacent
science labs, special ed resource rooms and collaborative space; nearby administrative
space and teacher planning space, and dedicated support spaces (restrooms, storage,
etc) to create a small learning community within the larger high school.
As noted elsewhere in this Education Program, the proposed school ideally would be
designed in such a way to provide flexibility over time to allow the school to adopt the
academy model or operate as a departmental organization. Professional Collaboration
Community (PLC) time has been built into the district’s school calendar. The vision for the
future includes more collaboration between and among departments. Teacher teams do
not have suitable space for collaborating currently. They meet in an available classroom
during their collaboration time. This is far from ideal for the kind work they need and
want to do. The vision for the new building includes spaces designed for teacher
collaboration; where they will have appropriate table top space, display space,
presentation space, and technology, including a smart board or similar technology and
spaces to accommodate individual or small group work.
Cape Cod Regional Technical High School, Harwich, Ma. Feasibility Study - Preliminary Design
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The high school curriculum is aligned with MASS CORE curriculum, college entrance
requirements, career readiness and MCAS/PARCC preparation. MASS CORE requires 4
years of study in each of 4 curricular areas: Mathematics, English, Science and Social
Studies and two years of a world language. This level of depth reflects the entrance
requirements of the competitive colleges. By supporting our students in the achievement
of this standard, good positioning for college acceptance is also addressed.
The District needs a facility that ensures that 21st Century learning expectations are the
norm. The existing facility significantly limits our ability to prepare students for the 21st
Century in most content areas; including but not limited to Science, Visual Art, Theater
arts, Engineering, Marine service technology, Health Assisting, Cosmetology, Electrical,
Dental Assisting, Plumbing, HVAC, Information Technology and Special Education. For
example, we would like to develop a drama program beyond an extracurricular
afterschool club. The current facility cannot accommodate the additional space this
program would need in order to be fully developed.
The district is committed to educating all students and has successfully developed a
special education program to address the needs of students with significant disabilities
who previously did not apply to our school. This program offers a substantially separate
academic experience with technical training and includes a transition program for special
education students ages 18- 22, which would includes job training, life skills and
social/emotional skill building. The district created this program several years ago.
However, the financial burden has been on our district. In transitioning to a new
building, we seek proper facilities to house this program as well as the financial
resources. The district would investigate partnering with the Cape Cod Collaborative to
run this program with existing staff with an appropriate tuition.
Class Size Policies
The district’s collective bargaining agreement limits special education classes to 12
students without an aide and regular education classes are limited to twenty-five
students. However, the district has enviable student/teacher ratios. In the 2014-2015
school year according to the DESE district profile, the average class size was 12.3
students. These ratios exist for four reasons: the size of the special needs population,
Cape Cod Regional Technical High School, Harwich, Ma. Feasibility Study - Preliminary Design
Program9
the ratios maintained locally in technical areas for safety reasons, the size of current
classrooms and school committee support. In the 2015-2016 school year according to
the DESE district profile, the district special needs population was 25.3 compared to 17.2
% for the state, the district high needs population was 48.4% (State 43.5%) and the
district economically disadvantaged population was 29.7% (State 27.4%).
For safety reasons the district maintains the following class size maximums in each
technical area:
SHOP TEACHER/STUDENT RATIO
Auto Collision 12
Auto Technology 12/10
Carpentry 12
Cosmetology 12/13
Culinary Arts 15
Dental Assisting 10
Early Childhood Ed 12
Electrical 12
Engineering 12
Graphic Arts 15
Health Tech 20
Horticulture 12
HVAC 12
Information Technology 15
Marine Services 12
Plumbing 10
Welding 8
Cape Cod Regional Technical High School, Harwich, Ma. Feasibility Study - Preliminary Design
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With respect to the square footage of the district’s classrooms limiting class size, the
following examples are from the district’s 2014 Statement of Interest which speak to this
factor:
“Marine Service Technology operates in a 2,878 square foot space for approximately
twenty students where the minimum set by state standard is 3,500 square feet for
fifteen students (225 sq.ft./student)”
“(Health Technology) Forty students a cycle work in a 2,419 square foot space where the
minimum set by state standard is 1,875 for fifteen students! (125 sq. ft./student).”
“(Engineering Technology) Sixteen students operate in a divided space of 1,175 where
the minimum set by state standard is 2,200 square feet for twenty students (110 sq.
ft./student).”
“Our construction cluster, consisting of Carpentry, Plumbing, Electrical and Heating
Ventilation and Air Conditioning (HVAC), was designed with the open concept popular
in 1975. In the intervening years, this area has been walled off to create separate
spaces for these programs. The theory rooms for all of these programs are woefully
inadequate. The biggest theory room is HVAC's which the district built. This room is 435
square feet where the state standard calls for 750 sq.ft. The cluster area does not allow
for technology to provide computer aided design (CAD) to these disciplines. In addition,
the square footage for each program is far below the state standard. For example,
Electrical is 3,008 square feet where the state standard is 3500 sq.feet.”
“The academic third floor of our building was designed with the open concept as well
and the space was subsequently partitioned into separate classes. Virtually every
regular and special needs classroom falls below the state standard of 750 square feet.
These small learning spaces make it difficult for teachers to circulate around the room
and for students to collaborate. Two of our four undersized Science rooms are mere
classrooms with limited plumbing and utilities which makes laboratory experiments
and student collaboration impossible.”
Finally, the district school committee and sending towns are very supportive of
maintaining class sizes reflective of the student population and building limitations.
Cape Cod Regional Technical High School, Harwich, Ma. Feasibility Study - Preliminary Design
Program11
The district would propose to maintain current class sizes for academic and special needs
classes. Technical area class sizes would reflect current Chapter 74 DESE
recommendations or modified local class size limitations referenced in the table above.
School Scheduling Method
The school day begins at 8:00 am and ends at 2:30 pm. The current academic/technical
schedule is based upon a six period day with students spending two weeks in their
technical area and then two weeks in academics. The grouping of grades is ninth with
eleventh graders and tenth with twelfth graders alternating through the two week
academic/technical cycles with students spending approximately 90 days in each cycle.
Due to high stakes testing, ninth and tenth graders take English and Mathematics in both
cycles for 180 days of instruction in these disciplines.
As the school moves forward to the academy model, academies would hopefully have
the autonomy to develop schedules tailored to the individual needs of the students. For
example, the academy team could personalize learning by determining whether every
student needs 180 days of Mathematics and English. Another example would be the
determination that certain students may need more science classes. These changes
would be developed collaboratively by academy teams.
Teaching Methodology and Structure
The seven member administrative team consists of a Superintendent/Director (1),
Business Administrator (1), Principal (1), Director of Student Services (1), Director of
Curriculum, Instruction and Assessment (1), Assistant Principal (1) and Technical Studies
Director (1). All seventeen technical areas have a lead teacher while academically English,
Mathematics, Social Studies/Spanish, Science, Physical Education/Twenty-first
Skills/Health, Guidance, Special Needs and Media Center/Library have assigned lead
teachers. The academic lead teachers meet regularly with the Director of Curriculum,
Instruction and Assessment while the technical area lead teachers meet regularly with
the Technical Studies Director.
A new or renovated facility would likely necessitate alterations to the current
organizational structure. If the configuration of the administrative team were to be
Cape Cod Regional Technical High School, Harwich, Ma. Feasibility Study - Preliminary Design
Program12
altered, the district could envision technology and/or guidance being areas where an
administrator could be added in the future. With respect to the lead teacher positions,
the current positions were collectively bargained. However, the academy model could
possibly break down the departmental organization of the school in favor of teacher
teams in this case the district would have to collectively bargain an alteration to the
current structure.
The district’s curriculum is aligned with the Common Core State Standards for English
Language Arts (ELA) and Mathematics, the Literacy State Standards for History, Science
and Technical Subjects and the State Curriculum Frameworks for Digital Literacy (june
2016), Foreign Languages (August 1999), Comprehensive Health (October 1999),
Mathematics (March 2011), HIstory and Social Science (August 2003), Science Technology
and Engineering (April 2016), WIDA English Language Development Standards and the
Vocational Technical Frameworks (July 2014).
The unit and lesson plans developed around these standards and frameworks are honed
through continuous improvement via professional development, professional learning
communities, summer curriculum development and the Educator Evaluation system. In
the technical areas, the curriculum is delivered through classroom instruction in theory
class, hands-on competency based projects in the technical area and real world
experiences inside the building, outside the building and in the community. The district
employs a literacy coach who works with all teachers, including technical teachers, to
ensure literacy across the curriculum. With a new or renovated facility, the district would
integrate academic and technical areas as stated in the “vision” section. The integration
of disciplines would allow for more teacher collaboration and interdisciplinary
project-based learning opportunities for students.
English Language Arts/Literacy
The district’s students in grades 9 and 10 work to improve analysis of literature and
technical text, refine and expand writing skills, increase vocabulary, identify elements of
fiction and improve skills in grammar, usage and mechanics. Grade 11 and 12 students
read a variety of world literature for analysis and continue to hone their writing skills with
an emphasis on literary analysis, research papers, technical writing and essays. College
prep, honors and AP level courses are available for students continuing their education
Cape Cod Regional Technical High School, Harwich, Ma. Feasibility Study - Preliminary Design
Program13
The district offers four levels, at each grade level, of English Language Arts (ELA) from honors
for hardworking/high achieving students to CP3 for special needs students not able to benefit
from inclusion. The district seeks to minimize the number of students in CP3 in favor of
inclusion. The majority of students are in CP2 inclusion classes or higher. The ELA department
has done a lot with the . The following table details a typical sequence for ELA from grades
912:
GRADE Advanced Placement
Honors CP1 CP2 CP3
9 English 9 Honors
English 9 CP1
English 9 CP2
English 9 CP3
10 English 10 Honors
English 10 CP1
English 10 CP2
English 10 CP3
11 AP English
Language
English 11 Honors
English 11 CP1
English 11 CP2
English 11 CP3
12 AP English Literature
English 12 Honors
English 12 CP1
English 12 CP2
English 12 CP3
In addition, the department offers, advanced placement (AP) English Language and AP English
Literature in the 11th and 12th grade for students seeking a challenge for college credit. All ELA
classes are aligned with Common Core ELA Standards.
Mathematics
Students learn math skills that are needed to succeed in high school, the workforce and
higher education. Students solve problems related to their technical training, use
technology to solve problems and utilize hands-on labs to understand and master new
concepts and skills. We also seek to connect this learning to our students’ everyday
experiences so that they gain the problem solving skills needed to advance their
education and career.
Cape Cod Regional Technical High School, Harwich, Ma. Feasibility Study - Preliminary Design
Program14
The district offers four levels, at each grade level, of Mathematics from honors for
hardworking/high achieving students to CP3 for special needs students not able to benefit from
inclusion. The district seeks to minimize the number of students in CP3 in favor of inclusion.
The majority of students are in CP2 inclusion classes or higher. The Mathematics department
has done a lot with the “8 Math Practices”. This professional development is ongoing and seeks
to alter the delivery of Mathematics instruction from a highly traditional to a greater focus on real
world problemsolving. The following table details a typical sequence for Mathematics from
grades 912:
GRADE Honors CP1 CP2 CP3
9 Algebra I Honors Algebra 1 CP1 Algebra CP2 Algebra 1 CP3
10 Geometry Honors Geometry CP1 Geometry CP2
Geometry CP3
11 Algebra II Honors Algebra II CP1 Algebra II CP2
Algebra II Part 1 CP3
12 Precalculus Honors
Advanced Math Problem Solving CP1
Advanced Math Problem Solving CP2
Algebra II Part 2 CP3
In addition, the department offers, as needed Calculus AB honors in 12th grade for advanced
Mathematics students and Advanced Math Problem Solving in 12th grade.
All Math classes are aligned with Common Core Math Standards and provide a focus on
complex application problem solving that replicates real world scenarios. Students are
encouraged to work independently and in groups to use a variety of transferable problem solving
strategies which reflect the Common Core Math Practices.
Students in Grades 9 and 10 are scheduled into Math classes that meet daily, while Grade 11
and 12 meet for Math only during academic cycles. The content and structure of Math for
Grades 9 and 10 aim to prepare students for mastery of the knowledge and skills they need to
demonstrate Proficient or Advanced performance on the Grade 10 MCAS.
Science
Cape Cod Regional Technical High School, Harwich, Ma. Feasibility Study - Preliminary Design
Program15
All Science classes are aligned with the state curriculum frameworks which incorporate the
literacy standards as well. The district has been transitioning from Biology to Physics,
Technology and Engineering (PTE) for the MCAS state assessment. Most freshmen now take
PTE in ninth and tenth grade to prepare for MCAS with Chemistry, Physics, Anatomy &
Physiology, Biology and Environmental Science as additional options for Science in grades 11
and 12. Often, the Science a student chooses depends upon their technical area and their
college plans. As stated in the ELA and Mathematics section, the district seeks to minimize the
number of students in CP3 in favor of inclusion. The majority of students are in CP2 inclusion
classes or higher. The following table details a typical sequence for ELA from grades 912:
GRADE Honors CP1 CP2 CP3
9 Physics, Technology &
Engineering/Lab 9 Honors
Biology/Lab 9 CP1 or
Physics, Technology & Engineering/Lab 9
Biology/Lab 9 CP2 or
Physics, Technology &
Engineering/Lab 9
Biology/Lab 9 CP3 or
Physics, Technology &
Engineering/Lab 9 CP3
10 Biology/Lab 10 or
Physics/Lab 10 Or
Physics, Technology & Engineering/Lab 10
CP1
Biology/Lab 10 or
Physics/Lab 10 Or
Physics, Technology &
Engineering/Lab 10 CP2
Physics,
Technology & Engineering/Lab
10 CP3
11 Chemistry/Lab 11 Honors
Biology/Lab 11 Or
Physics/Lab 11 Or
Chemistry/Lab 11 CP1
Biology/Lab 11 Or
Physics/Lab 11 or
Cape Cod Environmental/Lab
11 CP2
Biology/Lab 11 CP3
12 Chemistry/Lab 12 Honors
Cape Cod Environmental/Lab 12
or Anatomy & Physiology
Cape Cod Environmental/Lab
12 or
Cape Cod Regional Technical High School, Harwich, Ma. Feasibility Study - Preliminary Design
Program16
12 Or
Physics/Lab 12 Or
Chemistry/Lab 12 CP1
Anatomy & Physiology 12
Or Physics/Lab 12
CP2
The district currently has five classrooms where the disciplines in the table above are taught.
Only two of the five classrooms could be classified as a science classroom and lab at all. The
other three rooms are merely superficially retrofit regular classrooms. The district needs six
MSBA approved classrooms at a minimum with one being located in the Life Sciences
Academy. Each of the proposed science classrooms should have the following equipment:
Instructor’s station
Movable demo table
2 Wheelchair accessible tables
1 Wheelchair accessible counter
10 Movable tables
An adjoining prep room with refrigerator and dishwasher
7 sinks including hot & cold water, Gas (optional air or vacuum)
A teaching wall
Full blackout window treatment in labs
Each of the proposed science classrooms should have the following safety measures
Fire Extinguisher Master Gas Shutoff
Safety Goggle Sterilizer Unit
Fume Hood/ Bio-Safety Cabinet
Safety Shower & Eyewash w/ Fd
Fire Blankets
Chemical storage
Finally, the science classrooms should be designed to accommodate all science offerings
and they should be capable of providing both lecture and lab.
Social Studies
Cape Cod Regional Technical High School, Harwich, Ma. Feasibility Study - Preliminary Design
Program17
The district’s Social Studies curriculum gives students the opportunity to develop a
geographical understanding of the world and to respect and value a diversity of cultures.
Students also learn what power is, how it is legitimized through governance and what
their roles and responsibilities are as members of society. They also develop discussion
and presentation skills and the ability to conduct research. Department instructors also
assist students to prepare for their Senior Project presentations.
GRADE Advanced Placement
Honors CP1 CP2 CP3
9 U.S. History I CP1
U.S. History I CP2
U.S. History I CP3
10 U.S. History II CP1
U.S. History II CP2
U.S. History II CP3
11 World History 11
AP
Contemporary World
Cultures 11 CP1
Contemporary World
Cultures 11 CP2
Contemporary World
Cultures 11 CP3
12 Challenges in Democracy 12
Honors
Challenges in Democracy 12
CP1
Challenges in Democracy 12
CP2
Challenges in Democracy 12
CP3
World Languages
The district’s Spanish language program seeks to broaden student knowledge of culture
through the study of Spanish grammar, linguistics and geography. Through this four year
progressive curriculum, students actively participate in learning through class
discussions, grammar practice and projects.
The district offers three years of Spanish with no differentiation for levels Honors, CP2
and CP3) as you will note in the CORE subjects. As a part of a new or renovated facility,
the district would definitely want a language lab to personalize learning for each student.
The lab would be staffed by an existing staff member and would allow every student
more time reading, writing and speaking Spanish in this case. A language lab could also
allow for “single offerings” in different languages not currently offered in the district.
Cape Cod Regional Technical High School, Harwich, Ma. Feasibility Study - Preliminary Design
Program18
GRADE CP1
9 Spanish I
10 Spanish II
11 Spanish III
12 Spanish III
Academic Support Programming Spaces
The following table details the different academic support programs offered in the
district. Every student in a technical high school must participate in Exploratory in grade
9 which is an approximately two trimester exploration of the technical areas offered by
the district. All four year academic support classes are scheduled based upon a student’s
IEP, student assessment data, Early Warning Indicator System (EWIS) data and other
at-risk factors such as poor attendance, excessive disciplinary data and course failures.
Academic support can be supporting any of the subjects offered within the district
(Academic Support 9,10 & 11 and Senior Support). MCAS support classes are for those
students in 11th or 12th grade that have not reached proficiency on the ELA,
Mathematics or Science MCAS assessments. Transition skills is a class designed for our
most fragile learners up to the age of 22. The class is designed to equip these students
for the real world of work.
GRADE Support Programs ELL Services
9 Exploratory 9 and
Academic Support 9
ELL Bridging &
ELL Developing 10 Spanish II
and Academic Support 10
11 Transition Skills 11 And
MCAS Academic Support 11 and
Academic Support 11
12 Senior Support 12
Cape Cod Regional Technical High School, Harwich, Ma. Feasibility Study - Preliminary Design
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and Social Learning 12
and MCAS Academic Support 12
Student Guidance and Support Services The district employs four guidance counselors, one adjustment counselor which is overseen by
the Director of Student Services. Due to the nature of their work, each of these positions
requires a private office. Counselors deliver a comprehensive Guidance Curriculum in a variety
of ways. Curriculum is delivered onetoone, small groups and large groups. College and career
reps meet with students regarding their area of expertise. Students utilize the Guidance Office
for social emotional, academic and personal needs, as well as for college and career planning.
Individual counselor offices and a small conference room are needs of the Guidance
Department in order to continue this work.
Additionally, Guidance Counselors currently teach a course to all grades (912) aligned with the
state Massachusetts School Counselors Association (MASCA) guidelines. Within each grade by
technical area, Guidance Counselors assist students to develop skills to succeed in topics such
as time management, goal setting, social emotional health, and college and career readiness.
This includes introducing students to Career Cruising , an online program we currently provide to
all students for career portfolio development.
Therefore, it will be important for Guidance to have an instructional space as well. This space
could be contained within the Guidance Suite, and should be able to accommodate up to 30
students. This space could also be used by Guidance for college representative visits, guest
speakers, 504 meetings, counseling group sessions, quiet study space for students who need it
within their service delivery plan, etc. This instructional space should include plenty of
whiteboard space, smart board (or similar technology) and flexible movable furniture that can be
organized in several different configurations. Of special note, the guidance department has the
added responsibility of admissions which is a yearround enterprise requiring working with
applicants and their families.
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Teacher Planning
Existing Teacher Planning Spaces
The District’s building currently does not offer any teacher planning spaces. Every
classroom, office or common space is occupied throughout the building. The Conference
Room and Professional Development Room (back of the LMC) are the only areas that
could accommodate such use are highly sought after. Even these spaces are ill-equipped
for teacher collaboration.
Professional Collaboration Community (PLC) time has been built into our school calendar.
The vision for the future includes more collaboration between and among departments.
Teacher teams do not have suitable space for collaborating currently. They meet in an
available classroom during their collaboration time. This is far from ideal for the kind
work they need and want to do. The vision for the new building includes spaces designed
for teacher collaboration within each academy; where they will have appropriate table
top space, display space, presentation space, and technology, including a smart board or
similar technology and spaces to accommodate individual or small group work.
Pre-Kindergarten
Current Offerings, Practices and Locations
Cape Cod Regional Technical High School District does not serve a pre-kindergarten
population.
Kindergarten
Current Offerings, Practices and Location
Cape Cod Regional Technical High School District does not serve a kindergarten
population.
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Lunch Programs
The District participates in the National School Lunch Program and is committed to
serving healthy meals that meet the Federal and State Guidelines for nutrition. Free and
Reduced Lunch benefits are available to qualifying families. The District currently offers a
breakfast program prior to the start of the school day as well as lunch and after school
snacks for certain after school activities and sports.
The current daily schedule allows for three twenty-five (25) minute lunch periods during a
normal school day;
First Lunch 11:06-11:31
Second Lunch 11:34-11:59
Third Lunch 12:02-12:27
The School Lunch program operates out of a kitchen shared with the Culinary Arts (Ch.
74) Program. The School Lunch program has separate designated dry and cold storage,
preparation stations, small equipment and handtools. The programs do however have
shared use of larger kitchen equipment such as ovens, grills and pot washing machine.
The serving area of the program is not large enough to adequately and efficiently serve
the students. The space is cramped and the traffic flow is difficult to manage during peak
lunch times. In addition to an adequate stand alone cafeteria, students need a space to
congregate if they are finished with lunch. An indoor or outdoor courtyard would be
ideal for this purpose. Currently, students are “held” in the cafeteria until the bell rings.
Providing students with a sense of some autonomy and freedom during their lunch time
is essential to school culture and climate.
The current structure and schedule of the Food Service program meets the District's
needs.
The concept of a shared kitchen for Culinary Arts and School Lunch is not always
advantageous for either department. A separate and distinct space would benefit both
programs. Coordinating the use of large equipment can sometimes be troublesome at
peak times. Sharing a space can also be a distraction at times for both students and staff.
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The serving area for the Food Service program is not adequate to accommodate the
proper food storage equipment. Displaying and serving the offerings is difficult with
limited space constraints. The area becomes heavily congested and often slows traffic to
the serving and payment stations.
Technology Instruction and Program Requirements
Description of Existing Educational Technology
As of September 1, 2016, the District currently operates the following educational
technology;
Desktops (255)
Laptops (114)
Chromebooks (340)
IPad Tablets (10)
Network Printers (54) & Local Printers (44)
SmartBoards (48)
Projectors (51)
The District Technology is managed by the Network Engineer utilizing desktop
management programs such as Spiceworks to track and report inventory. The District
has established a naming convention for users and computers based upon best
practices.
Most classrooms are equipped with at least one desktop computer, typically for use by
the instructor. All instructors have also been offered the use of a Chromebook. Students
also have access to desktop computers in the LMC. There are also two dedicated
computer labs that are used to provide technology instruction as part of coursework. The
District is currently working to equip every shop and academic discipline with at least one
Chromebook cart. These carts are scheduled for use typically on a daily basis. Instructors
have begun to integrate technology frequently in delivery of their curriculum.
The Technology of the District is supported by the Network Engineer, part-time support
staff and a student led Help Desk based in the Information Technology shop. Training for
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staff is a major focus of the District’s professional development schedule for the
2016-2017 school year and overall District Strategic Plan. Workshops have been
scheduled to train staff on the Google Suite as well as best practices for integrating
technology in the delivery of curriculum.
Proposed Educational Objectives Being Pursued
The District has recently undergone a comprehensive Technology Audit to benchmark
current technology practices and set goals for the future. The District intends to continue
its efforts to increase access to technology by continuing to purchase Chromebooks in an
effort to have at least one device for each student. The District would continue to follow
best practices for managing and maintaining systems, ensuring a robust infrastructure to
support these devices.
As previously stated, training for staff is a major focus of the District’s professional
development schedule for the 2016-2017 school year and overall District Strategic Plan.
Workshops have been scheduled to train staff on the Google Suite as well as best
practices for integrating technology in the delivery of curriculum. The District intends to
budget a Technology Integration position for the 2017-2018 school year to support
instructors in their use of technology in their classroom.
Media Center/Library
The Media Center (“Learning Commons”) should be the heart of a new or renovated
facility. It should be a space where teams, teachers and students can work together or
individually, formally or informally. This space should contain the resources necessary to
accommodate several classes and individual students or small groups at one time. The
space should encourage a wider scope of uses by more school personnel for tutoring,
instruction, instructional support services and collaboration. It must be a creation space;
giving all students access to workstations with fast processing speed, computer
programming, CAD and multimedia production. This space must possess ample
computer stations, mobile devices and outlets to charge devices. The space should
include multiple presentation spaces; a smartboard (or similar technology) in more than
one location of the space in order to accommodate multiple presentations. Two small
quiet rooms and a conference room should also be a part of this space.
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Our Media Center is currently sized adequately however it is not central to the school.
Our Media Center is in regular use. Students who have a structured learning, need a
quiet space to study and complete assignments, or who are medically excused from gym
for the short term use this space each period. The back room of the current media center
functions as a teacher lunch room, meeting and testing space. Throughout the day,
individual students are sent by teachers for various purposes like senior project and
computer usage and by teachers with their entire classes. Additionally, the Media Center
is used regularly by the district for professional development and by the high school
administration as a testing location for MCAS and PARCC. The media center is staffed
from 7:50AM – 4PM each day for students who need to use a school computer either
before or for afterschool “homework zone”. Since it is a multi-functional space and will
continue to be so moving forward, the new facility will need to be designed with this in
mind.
Visual Arts Programs
The district has an art program currently. The teacher is a full-time equivalency (FTE) of
approximately one third of a position. As an essential part of the STEAM academy in the
project, this position would become full-time offering many aspects of the visual arts to
all members of the academy as well as teaching art electives to the rest of the student
body.
Performing Arts Programs The District does not provide any music or dance programs and the drama program
meets after-school for about two months out of the year. The drama program holds two
performances of one production a year. The district does not have part-time or full-time
staff devoted to this pursuit. However, the district wants to expand the drama program
as well as incorporate chorus and dance into the performing arts. The lack of significant
electives focused on the arts has been cited in district strategic planning with students
and faculty. Along with the research supporting the arts as a vital complement to
academic and technical student achievement, the district is committed to expanding
these programs into the regular school day. Expanding into the arts would necessitate
the proper classroom spaces drama, chorus and dance instruction as well as an
Cape Cod Regional Technical High School, Harwich, Ma. Feasibility Study - Preliminary Design
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auditorium for performances.
Physical Education Programs
Wellness And Physical Education combines classroom wellness instruction with active
physical education to provide a well-rounded program for our students. The district
wellness and physical education program encourages students to develop a healthy and
active lifestyle with instruction in team sports, personal fitness, weight training and
conditioning.
The district strongly values the health and wellness of all its members; students, staff and
community. The current facility does not allow for us to offer programs, services, or
activities at the level we desire for all of these constituents. Our facilities are currently
utilized by the school for Physical Education classes, athletics, and community sports
leagues. Additionally, we host sports camps during the summer and often utilize the
space as a presentation space when appropriate throughout the year. The facility is not
air conditioned, has a poor sound system, has no handicapped seating, is far too small
(cannot host tournament games), and is not able to be divided into multiple stations. The
new facility should be air conditioned, have a sound system to accommodate
presentations, large enough to accommodate three teaching stations and be able to be
divided. The new facility should also include a fitness center, including cardiovascular
equipment and weights. The district has created inadequate spaces for these activities
over the years.
It is important that our students be exposed to this type of physical education for lifelong
health and wellness. Additionally, we would like to be able to provide our faculty and staff
the opportunity to utilize the fitness center, which they currently cannot readily access.
The current facility severely impacts the program we offer and wish to offer to our
students.
All students are required to take a course in Physical Education every year and we
venture to make this reality within the confines of the schedule. As a technical high
school, offering a comprehensive curriculum for our students is difficult. The majority of
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students (Grades 9-12) attend physical education during the two week technical cycle
which offers the teacher(s) a preparation period. This situation is far from an ideal
delivery system and the district is actively investigating alternatives. Our facility and the
schedule limit our ability to offer a diverse physical education program . We would like to
expand our offerings to include additional Physical Education courses, such as Dance,
sports skills development and team building. However, with the lack of appropriate
educational space we cannot at this time expand the program.
Our new facility should include a gymnasium large enough for three teaching stations
which can be divided by drop curtains. Due to the programming offered, an alternative
gym studio would also be ideal. This would be a smaller space appropriately sized and
furnished for such classes as Yoga, Dance, Step Aerobics, Plyometric and Agility
workouts/exercises. As mentioned above, a fitness center is also required in the new
facility. Locker rooms and PE teacher offices must be placed in a location easily accessible
to the gymnasium to allow our Physical Education students to be properly supervised
and change before and after class without losing valuable instructional time in traveling
from the locker rooms to the facility.
The facility is also utilized by our Athletic program. We currently offer the following MIAA
sanctioned athletic programs:
Baseball (boys); varsity, junior varsity, freshmen
Basketball (boys and girls); varsity, junior varsity, freshmen
Cheerleading; varsity, fall, winter and spring sports (MSSAA)
Cross-Country (boys and girls); varsity, junior varsity
Football; varsity, junior varsity, freshmen
Golf; varsity
Ice Hockey (boys and girls); varsity, junior varsity, freshmen
Lacrosse (Boys) Varsity and junior varsity
Soccer (boys and girls); varsity, junior varsity, freshmen
Softball (girls); varsity, junior varsity, freshmen • Lacrosse (boys); junior varsity
Tennis (coed); varsity, junior varsity
Volleyball (girls); varsity, junior varsity, freshmen
Track (coed)
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As a result of this large program, we feel that a state-of-the-art facility both inside and
outside is a critical need of our program. Additionally, the numbers in our athletic
programs have increased. The new facility should be able to accommodate these teams
and the anticipated growth of the department. Male and female locker rooms for home
and visiting teams, ample storage for large equipment, an exam, treatment and office
space for our Athletic Trainer, an office for our Athletic Director, area for indoor batting
practice,, locker rooms with shower facilities for our coaches and referees are features
that should all be included in the new facility.
Additionally, careful thought must be given to where the Athletic Director’s office will be
located. This individual is responsible for the supervision and scheduling of all teams and
areas of play in regards to our athletic program. Therefore this office should be located
in an area that allows easy access to the fields and is in close proximity to the
gymnasium, fitness center, alternative studio and locker rooms. Our vision for the
gymnasium is a multi-purpose facility that has a court for varsity athletics, but also space
available for sub-varsity programs. An obvious need is for there to be handicap
accessible seating in the gymnasium, currently there is not. The ceiling must be high
enough to accommodate varsity volleyball games. An alternative studio is also a critical
component. This is a space that could contain an indoor batting cage. This space would
be used by our Alternative Fitness classes during the school day for yoga and for the
expansion of dance as a course offering. Our outside facilities are also in need. Our
football stadium seating is not handicap accessible and the track (including NFHS
certified designated field event spaces) is in need of replacement.
Special Education Programs
As stated previously, the district has a significant number of students, currently
twenty-five percent (25%), on Individualized Education Plans (IEP’s). The district’s most
recent Coordinated Program Review occurred on March 28 31 and the district was not issued
any corrective action plans to complete for Special Education. In assessing the district’s
current facility using the Special Education Rubric/Regulations, the following is noted:
With respect to ensuring access:
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1. Do the facilities and classrooms for eligible students maximize their
inclusion into the life of the school? Yes, all special education classrooms are
located on our third floor where nearly all our regular education classrooms
reside. The deficiencies of our current facility with respect to integration with our
technical areas and inadequate square footage pertain to special education
classrooms as well as regular education classrooms. It should also be stated that
the overwhelming majority of our special education students are included within
our regular education classrooms providing the least restrictive environment.
2. Do all eligible students have access to school facilities including, but not
limited to, those areas necessary to implement the student's IEP? Yes,
student on IEP’s have equal access to all school facilities.
3. Are resource rooms and separate classrooms for students with disabilities
given the same priority as general education programs for access to and use
of instructional and other space in public schools? Yes, the district’s resource
rooms and separate classrooms have equal access to and the use of instructional
space within the school.
4. Is the school providing whatever equipment and making whatever physical
adaptations are necessary, including acoustical and lighting treatments to
remove physical communication barriers for students who are visually
impaired, deaf, or hard of hearing? Yes, the school has made physical
adaptations to the facility or classrooms to remove communication barriers for
students who are visually impaired, deaf or hard of hearing. The need for such
adaptations are discovered through the transition team meeting process for
incoming ninth graders and plans are put in place to accommodate the specific
student(s).
With respect to ensuring quality:
5. Are the facilities and classrooms serving only students with disabilities at
least equal in all physical respects to the average standards of general
education facilities and classrooms? Yes, the spaces serving only student with
disabilities are at least equal in all physical respects to the average standards of
the general education facilities and classrooms.
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With respect to Minimizing Stigmatization:
6. Specifically, does the plan place a classroom serving only older students with
disabilities in a part of the school building in which all the classrooms are
occupied by elementary school students? Vice versa? (if yes, it’s a violation)
No, the district does not have elementary school students so this situation could
not occur..
7. Does the plan place all, or a significant proportion, of special education
facilities together in one part of a school building? (if yes, it’s a violation) No,
the plan does not place all or a significant proportion of special education facilities
in one part of the building. The plan would have special education facilities
integrated within each of the academies.
8. During a school construction project, is the plan to move classrooms of
students with disabilities to locations apart from the general education
program? (if yes, it’s a violation) No, the plan during construction would not
move classrooms of students with disabilities to locations apart from the general
education program.
9. Is the plan to place a sign saying "special class” or “resource room” on the
front of a substantially separate classroom? (if yes, it’s a violation) No, the
plan does not place a sign saying “special class” or “resource room” on the front of
any classroom.
The district currently offers transition Skills for the 18-22 age population as well as
services for at-Risk students. The transition skills program serves approximately 40-45
students while our at-risk program serves approximately. Our most recent Special
Education Coordinated Program Review for had no corrective action plans or deficiencies
noted. The district does not have any specialized programs or collaborative spaces in the
current school. The district seeks to remedy the poor facilities and financial model for
the transition skills program for special needs students up to the age of 22 as a part of
the proposed project. The following programs will continue in the new or renovated
facility:
Academic Support
Social Emotional Learning
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Graduate to Success (at-risk)
MCAS Academic Support
The district will not be eliminating special education programs as a part of the proposed
project. As a part of the proposed project, we do expect to enhance programming for
special education students between the ages of 18-22. Currently, this program offers a
substantially separate academic experience with technical training and includes a
transition program for special education students ages 18- 22, which would includes job
training, life skills and social/emotional skill building. The district created this program
several years ago. The district does not anticipate any programs or services being moved
out of the district.
As stated previously, the district is committed to educating all students and has
successfully developed a special education program to address the needs of students
with significant disabilities who previously did not apply to our school. This program
offers a substantially separate academic experience with technical training and includes a
transition program for special education students ages 18- 22, which would includes job
training, life skills and social/emotional skill building. The district created this program
several years ago. However, the financial burden has been on our district. In
transitioning to a new building, we seek proper facilities to house this program as well as
the financial resources. The district would investigate partnering with the Cape Cod
Collaborative to run this program with existing staff with an appropriate tuition. Finally,
the district does not administer special education day school programs.
Vocations and Technology Programs (Please refer to Appendix A) The district does not currently offer any nonChapter 74 programs. Furthermore, the district does not envision offering any nonChapter 74 programming in the future. With respect to Chapter 74 programming, the district completed the required Chapter 74 programming report and submitted the report to the DESE which is APPENDIX A within this report.
Narrative description of the types of educational activities intended for core academic spaces over the course of a typical school day - BILLY
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Narrative description of core academic educational activities intended inside the general classrooms.
Include how the activities support delivery of the educational program
Narrative description of core academic educational activities intended outside of the general classrooms (including outdoor learning area).
Include spaces needed to support that activity How the activities support delivery of the educational program How the spaces would be used by students and scheduled and monitored by staff Desired spacial relationships and adjacencies
Transportation policies
The District currently contracts for its transportation services through a local bussing
vendor and the District does not intend to make any substantive changes to the existing
student transportation. It is more financially advantageous to contract for this service.
Being a twelve town regional school district, the geography of our sending towns is
expansive. Approximately 80% of our students utilize the bus transportation. The bus
fleet for the district is housed on campus for convenience and access. The District runs
eleven (11) bus routes for morning and afternoon runs. Throughout the year there are
2-4 daily routes for late transportation as well as sports transportation.
In addition, the district owns and operates a fleet of 8-12 passenger vans and 14
passenger activity buses. These vehicles provide transportation for students and staff to
do outside vocational work, student internships and field trips.
Functional and spatial relationships
The district participated in three full-day workshops with Dr. Frank Locker on July 11, 12
and 29. These “Visioning Sessions” were attended by approximately thirty-five
stakeholders from inside and outside the building. The results of these sessions were
compiled in a draft report by Dr. Locker. The following are excerpts from Dr. Locker’s
report pertaining to functional and spatial relationships that attendees felt would be
most beneficial to student achievement:
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“Overall School Organization Diagram Workshop participants conceived an overall facility
planning diagram, a relationship concept to organize essential functions within the future
school. The concept featured the following essential characteristics:
SAFE/SECURE ZONE
The educational components of the building are organized as Academies:
Each academy is a Small Learning Community
Each is defined by place, people, and focus
Each academy has:
Academic Classrooms including Science Labs
Special Education spaces
Tech Labs/Trade Shops/Classrooms
Collaboration zone at the heart of each Teacher Planning Center
Toilets for teachers and for students
Academies will be organized as follows
Freshman Academy combined with IT/Graphics
150 Freshman
120 10-12th Grade students in IT/Graphics
Health Technology
160 10-12th Grade students
Construction
200 10th through 12th Grade students
Transportation
110 10th through 12th grade students
Central Media Center/ Learning Commons
Immediately adjacent to Learning Commons:
And near Student Life:
Assistant Principal’s Office
Guidance Office
Nurse Suite
And near the Small Learning Communities:
Principal’s Office
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Student Life spaces at the joint between the Café and the Learning Commons: the
epicenter of school
Customer Service Lounge
Arrival/waiting space for customers
Concierge service operated by students from here
Serving Auto Tech
Direct access to:
Cosmetology
“Hidden Cove” restaurant
PUBLIC/COMMUNITY USE ZONE
Cafeteria and Food Service Kitchen
Cafeteria as Food Court, acting as a lobby for Auditorium and Gymnasium,
and as access to Secure Zone of the school
Immediately adjacent to Cafeteria:
Superintendent’s Office
Auditorium Gymnasium
Lockers and other support spaces immediately adjacent
The following diagram is a visual representation of these relationships:
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Security and visual access requirements.
The district meets twice a year with the Harwich fire department and Building Inspector.
In addition, the district has a Safety and Security Subcommittee of the district School
Committee that has Harwich fire and police representatives as members. This
subcommittee, which is facilitated by the Assistant Principal’s office, reviews all
emergency response plans for the district. The district has a comprehensive emergency
management plan, which is reviewed and updated annually by this committee as well.
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The school has a full-time school resource officer as well who resides within the main
office. In addition, the district submitted their Medical Emergency Response Plan (MERP)
most recently in September 2015. The plan is reviewed annually with our school nurse.
The current facility is designed to channel all visitors to the east end entrance which is
handicapped accessible. All exterior doors are equipped with electronic access control.
The entrance at the front of the building designed to be the main entrance is not
handicapped accessible and it is locked after 8:00AM. The east end entrance has two
sets of doors and visitors must request access from the outside to enter after 8:00AM.
Upon entering, a visitor will encounter a kiosk called “Lobbyguard” which is located next
to the attendance secretary’s desk. This desk is equipped with a two-way radio and a
panic button. The kiosk scans licenses or asks questions then runs a rudimentary
background check and generates a credential for the visitor to wear throughout their
stay in the building.
One challenge to note as a regional technical high school is the community’s use of the
facility and the extensive amount of vendors that deliver products to the school. Our
Culinary Arts, Cosmetology, Marine, Auto Tech and Auto Collision to name a few have
both of these types of outside visitors during the course of the day through multiple
entrances. This activity is vital to the success of regional technical high schools but
present unique security issues and concerns.
The district serves as one of the region’s Red Cross emergency shelters. It would be the
intention of the district to remain one of the region’s Red Cross emergency shelters in a
new or renovated facility. The detailed requirements for this provision will have cost
implications for the district’s project and informed final decisions regarding the building’s
status as a shelter will be made at a later time. The existing facility has over 48 interior
and exterior video cameras, with remote access. At this time public Safety personnel do
not have access to our cameras. All camera views are digitally recorded and stored for
approximately 30 days. A more extensive camera system will enhance our current
school-wide safety and security. Our current camera system is used regularly to help
students with issues that arise in regards to theft as well as other student management
issues. A new system would be web based so it can be viewed by administration even
when they are not in the building. The system should cover all public areas (hallways,
common areas, and entrances to the school). Outside coverage should include all
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student and staff parking and athletic areas.
Currently, the facility has no easily discernible main entrance and has two separate
parking lots, one on the south side in front of the building which is mainly student and
administrative parking and the east side which is mainly for staff and visitors . Parking is
limited on the east side but the south side is usually two thirds to three quarters full
when school is in session.
Describe what currently occurs in a student’s day in a general classroom
if applicable complete a separate table that includes new programs and delivery methods that could be implemented as a result of a renovated or new facility.
Describe activities, program details and benefits that are anticipated to be part of a student’s life on a daily and weekly basis, refer to the example formats below.
Typical Day in the Life of a Student
Activity or Subject Program Details and Educational Benefit
Academic Cycle (Two Weeks)
8:00AM - 9:01AM Period 1: Mathematics Students learn math skills that are needed to
succeed in high school, the workforce and higher education. Students solve problems related to their technical training, use technology to solve problems and utilize hands-on labs to understand and master new concepts and skills.
9:04AM- 10:01AM Period 2: ELA Students in grades 9 and 10 work to improve analysis
of literature and technical text, refine and expand writing skills, increase vocabulary, identify elements of fiction and improve skills in grammar, usage and mechanics. Grade 11 and 12 students read a variety of world literature for analysis and continue to hone their writing skills with an emphasis on literary
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analysis, research papers, technical writing and essays.
10:06AM - 11:03AM Period 3: Technical Area Theory
Students in these classes address the background knowledge and skills needed in a particular technical area in alignment with the Massachusetts Technical Frameworks.
11:06AM - 12:27PM Period 4: Social Studies
Students can explore the fields of Physics, Technology & Engineering, Biology, Chemistry, Physics or Environmental Science.
First Lunch 11:06AM - 11:31AM Second Lunch 11:34AM - 11:59AM Third Lunch 12:02PM - 12:27PM
Students would attend one of three lunch periods held during the extended fourth period. Students would have several choices from two meals of the day, Chicken Sandwich, Pizza, Hamburger offered daily at the “Grill”. Students may also purchase an assortment of “grab & Go” salads/sandwiches and milk or beverages.
12:32PM - 1:29PM Period 5: Science
Approximately a fifty-five minute long period in the fields of Physics, Technology & Engineering (PTE), Biology, Chemistry, Physics or Environmental Science.
1:32pm - 2:35PM Period 6: Spanish
Students broaden their knowledge of culture through the study of Spanish grammar, linguistics and geography. Through this four-year progressive curriculum, students actively participate in learning through class discussions, grammar practice and projects.
or Health
or 21st Century Skills Students are taught to recognize the integral role of technology in all careers and to strive for 21st century skills sets that encompass strands 4,5 & 6 of the technical frameworks. All students are taught to work with the newest software. Students then build on these basic skills through hands-on use of MS Office and Google Doc programs in addition to learning basic web designing skills.
or Marketing
or Business Planning
Technical Cycle (Two Weeks)
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Period 1: Mathematics (9/10) Freshmen and sophomores are mandated to take Mathematics for 180 days to prepare for the MCAS examination..
or Technical Area/EXP Students will be engaged in hands-on projects, working in the school as a class or working in the community as a class.
ALL DAY: Cooperative Education/Internship
In the second trimester of the 11th grade through graduation, students meeting grades, discipline and attendance criteria can work in the community during the technical cycle under the direction of an employer as either an unpaid intern or as a paid cooperative education placement. These placements are handled by the Cooperative Education coordinator.
Period 2: English Language Arts (9/10)
Freshmen and sophomores are mandated to take ELA for 180 days to prepare for the MCAS examination.
or Technical Area/EXP Students will be engaged in hands-on projects, working in the school as a class or working in the community as a class.
Period 3: Physical Education Students in many technical areas attend physical education for a period so the technical teacher has a preparation period for planning.
or Technical Area/EXP Students will be engaged in hands-on projects, working in the school as a class or working in the community as a class.
Period 4: Technical Area/EXP Students will be engaged in hands-on projects, working in the school as a class or working in the community as a class.
Period 5: Technical Area/EXP Students will be engaged in hands-on projects, working in the school as a class or working in the community as a class.
Period 6: Technical Area/EXP Students will be engaged in hands-on projects, working in the school as a class or working in the community as a class.
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Week in the Life of a Student
Weekly Activity or Subject Program Details and Educational Benefit
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APPENDIX A: Chapter 74 Programming Submission Educational Vision for Chapter 74 Programming I. Although the Cape Cod Regional Technical High School community will participate in
visioning sessions with Dr. Frank Locker on July 11th, July 12th and July 29th to fine tune our educational delivery methodology for both academic and career/technical programming, the following table represents our draft vision:
Current Proposed Current Proposed
Teachers FTE Aides
FTE
Teachers FTE
Aides FTE
Students Students
Student Teacher Ratio
Transportation Academy Auto Technology 2 1 2 1 43 48 12 Marine Service Technology 2 1 2 0 43 48 12 Auto Collision 2 0.3 1 0 34 24 12 Hospitality Academy Culinary Arts 2 0 2 0 24 48 12 Cosmetology 2 0 2 0 40 50 12.5 Early Childhood 2 1 0 30 0 STEAM Academy (Art program located within) Information Technology/Web Programming (coding) 2 1 2 46 48 12 Graphic Communications 2 1 2 1 38 48 12 Engineering 2 0 2 0 28 48 12 Life Sciences Academy Health Technology w/ Medical Assisting 3 1 3 0 62 60 10.0 Dental Assisting 1 0 1 0 21 20 10
Construction Academy Carpentry 2 2 39 48 12 Plumbing 2 2 38 48 12 Heating Ventilation & Air Conditioning 1 1 1 15 24 12
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Electrical 2 0.3 2 1 48 48 12 Horticulture 2.1 2 39 48 12 Welding 1 1 0 0 29 0
32.1 7.6 28 4 617 658 11.8
After the elimination of Welding/Metal Fabrication and Early Childhood Education (represented by the grayed out areas), Cape Cod Regional Technical High School would employ an academy model grouping our existing fifteen programs by their similarities. The Transportation Academy would consist of Automotive Technology, Marine Service Technology and Automotive Collision Technology. The similarities will allow for more relevant staff collaboration and possible opportunities to offer common theory classes most notably in the freshmen year. The Hospitality Academy would consist of Culinary Arts and Cosmetology. Both these programs thrive when the outside community utilizes their services so being in close proximity to each other would be mutually beneficial. The STEAM Academy would consist of Information Technology, Engineering Technology and Graphic Arts. Our academic Art program would ideally be located within this academy to augment the creative side of all three programs. We would also look to slowly infuse this academy with elements of Web Programming to bolster the technical side of all three programs. The Life Sciences Academy would consist of Health Technologies and Dental Assisting. The similarities will allow for more relevant staff collaboration and possible opportunities to offer common theory classes most notably in the freshmen and sophomore year. It is our intention to combine these programs into one with students moving into Health Technologies or Dental Assisting toward the end of their sophomore year. As a freshmen, you would explore the Life Sciences Academy being introduced to both disciplines. In addition, we will seek to infuse the study of Medical Assisting into the Health Technologies curriculum. Finally, the Construction Academy would consist of Carpentry, Plumbing, Heating, Ventilation and Air Conditioning (HVAC), Electrical and Horticulture. As with all the academies. The similarities will allow for more relevant staff collaboration and possible opportunities to offer common theory classes most notably in the freshmen year. We do see Plumbing and HVAC sharing an enlarged space to facilitate crosstraining of students over the course of their four years.
II. Programs to Continue Unchanged A.
Program Current Enrollment Approved Capacity
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Automotive Technology
43 48
Auto Collision 34 20
Carpentry 41 48
Cosmetology 40 50
Culinary Arts 25 48
Dental Assisting 20 24
Electrical 49 48
Engineering 29 48
Horticulture 39 48
Information Tech 46 48
Marine Services 45 48
B. Program Detail
1. Automotive Technology a) The Automotive Technology Advisory Committee is in place and is
comprised of approximately 20 members representing industry, business, postsecondary education, labor, parents and community.
b) Automotive Technology integrates stateoftheart equipment simulating an uptodate diagnostic and repair shop. Students learn to use computerized diagnostic scan tools, four wheel computer alignment equipment, environmentally safe refrigerant recovery systems and electronic wheel balancing tools. Students learn customer service and communication skills.
c) A planned budget for the Automotive Technology Department is in place for FY17;
Description Budget
Auto Technology Instructors (2) $150,354.23
Auto Technology Aide $32,468.00
Auto Tech Subscriptions/Workbook
$450.00
Auto Technology Supplies $3,500.00
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Auto Technology Texts $1,500.00
d) The Automotive Technology program space has the following
deficiencies: Lacking a dedicated theory room separate from the shop
floor for classroom instruction. Lacking adequate airflow or air conditioning for the
shoulder seasons The ceiling needs to be painted or sealed due to falling
paint chips Lacks a separate entrance for outside patrons
2. Auto Collision
a) The Automotive Collision Advisory Committee is in place and is comprised of approximately 19 members representing industry, business, student, community and former staff.
b) The Automotive Collision program provides extensive training in structural and nonstructural damage analysis and repair, painting and refinishing, automotive welding, mechanical and electrical component repair and the use of plastics and adhesives while meeting the national standards of NATEF and ASE.
c) A planned budget for the Automotive Collision Department is in place for FY17
Description Budget
Auto Body Instructors (2) $131,120.46
Auto Body Aide
Auto Body Subscriptions and Workbooks
$0.00
Auto Body Supplies $2,000.00
Auto Body Texts $1,500.00
d) The Automotive Collision technical area lacks adequate ventilation
and storage. In addition, the paint booth is antiquated and in need of replacement. Finally, the program does not have an outside entrance for the community.
3. Carpentry
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a) The Carpentry Advisory Committee is in place and is comprised of approximately 15 members representing industry, business, labor, parents and community.
b) The Carpentry Program is designed to prepare students to be employable at entry level jobs in house and mill carpentry. Students learn carpentry skills including blueprint reading, drafting and architectural design. Integration of academic skills and their real world applications into the carpentry program prepares students for a wide range of work opportunities.
c) A planned budget for the Carpentry Department is in place for FY17
Description Budget
Carpentry Instructors (2) $145,633.11
Carpentry Subscriptions/Workbk $0.00
Carpentry Supplies $4,000.00
Carpentry Texts $0.00
d) The Carpentry technical area has adequate square footage for
students however the theory room for classroom instruction is woefully below minimum square footage requirements. This program also needs a significant investment in modern equipment.
4. Cosmetology
a) The Cosmetology Advisory Committee is in place and is comprised of approximately 23 members representing industry, business, student, parents and community.
b) Students in the Cosmetology program pursue the art and science of beauty care. Students learn nail care, makeup application as well as styling, shaping and coloring of hair. There is indepth instruction in personal and professional health, decontamination and infection control. Instruction takes place in a fully functioning beauty and hair salon serving the public. While students are perfecting technical and academic skills they also work on customer service skills. Students accumulate 1000 hours after the age of 16 are eligible to take the state licensing exam and become a licensed cosmetologist.
c) A planned budget for the Cosmetology Department is in place for FY17
Description Budget
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Cosmetology Instructors (2) $153,347.34
Cosmetology Supplies $4,000.00
Cosmetology Texts $0.00
Cosmo Subscriptions/Workbooks $100.00
d) The Cosmetology technical area does not have an outside
entrance for public use.
5. Culinary Arts a) The Culinary Arts Advisory Committee is in place and is
comprised of approximately 21 members representing industry, business, postsecondary education, student, parents and community.
b) Culinary Arts students participate in all aspects of food preparation and service in the areas of cuisine, baking and pastry arts as well as table service and dining room management. The department is certified through the American Culinary Federation’s ACCESS ACF program.
c) A planned budget for the Culinary Arts is in place for FY17
Description Budget
Culinary Instructors (2) $170,355.39
Culinary Arts Supplies $4,000.00
Culinary Arts Texts $500.00
Culinary Subscriptions/Workbooks $100.00
d) The Culinary Arts department, as it currently exists, has a lower
than desireable 4 year retention rate when averaged against the existing shops. In addition, enrollment is low in this program. Finally, the program would benefit from an outside entrance for the community.
6. Dental Assisting
a) The Dental Assisting Advisory Committee is in place and is comprised of approximately 19 members representing industry, business, postsecondary education, student and community.
b) Students in the Dental Assisting Program complete training in the dental and health sciences, radiology, infection control, medical emergencies and dental materials. Students spend 2.3 years
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learning chairside dental assisting skills in general dentistry, and in the specialties including oral surgery, pediatric dentistry and orthodontics. Students are able to apply their classroom education on real patients through collaboration with local dental practices.
c) A planned budget for the Dental Assisting Department is in place for FY17
Description Budget
Dental Instructors (1) $65,041
Dental Assistant Supplies $4,000.00
Dental Assistant Texts $500.00
Dental Subscriptions/Workbooks $100.00
d) The Dental Assisting technical area can only accommodate eight
students at a time currently which is woefully inadequate. This room doubles as the handson and classroom space for this program. They do not have a dedicated changing area or lavatory.
7. Electrical a) The Electrical Advisory Committee is in place and is comprised of
approximately 13 members representing industry, business, parents, student and community.
b) The Electrical program provides students with a broad range of experiences covering many new technologies in power, communication, energy conservation, AV, security, fire safety and lighting. Using electrical codes as guidance, theory classes conform to state standards allowing students to earn classtime hours required by the state to be a licensed electrician.
c) A planned budget for the Electrical Department is in place for FY17
Description Budget
Electrical Instructors (2) $147,856.04
Electrical Subscriptions/Workbooks
$100.00
Electrical Supplies $6,000.00
Electrical Texts $1,500.00
d) Our Electrical technical area resides in our construction cluster
which was designed with the open concept popular in 1975. In the
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intervening years, this area has been walled off to create separate spaces for several programs. The Electrical theory room is woefully inadequate at less than 435 square feet when the standard is 750 square feet. Electrical is 3,008 square feet where the state standard is 3500 sq.feet. The lack of space for this program would preclude the addition of any new electrical curriculum such as: TelecommunicationsFiber Optics or photovoltaic installation, for example.
8. Engineering Technology
a) The Engineering Technology Advisory Committee is in place and is comprised of approximately 11 members representing industry, business, postsecondary education, student, parent and community.
b) The Engineering Technology program was opened in 2012 after success in previous academic engineering curriculum and includes activities such as 3d modeling, design and building of prototypes, applying math, science and engineering standards to handson projects. Students explore a broad range of engineering topics including mechanisms, the strength of structures and materials, and automation.
c) A planned budget for the Engineering Technology is in place…
Description Budget
Engineering Instructors (2) $163,552.68
Engineering Tech Supplies $1,500.00
Engineering Tech Textbooks $500.00
Engineering Tech Workbooks $275.00
d) The Engineering Technology program was started in 2012 to
address the strong need for Science Technology, Engineering & Mathematics (STEM) education. We have infused this program with four Project Lead the Way (PLTW) courses: Introduction to Engineering Design, Principles of Engineering, Digital Electronics (includes robotics) and Computer Integrated Manufacturing. These offerings cover and supplement the Chapter 74 Engineering frameworks. This program currently has two and a half separate academic style classrooms as a technical space. As the popularity of this program grows due to the tremendous regional and national labor market demand, this space will be outgrown and is even now inadequate. Approximately sixteen students operate in a divided
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space of 1,175 where the minimum set by state standard is 2,200 square feet for twenty students (110 sq. ft./student). Currently, we do NOT have a place to relocate this program and with all four grades it is extremely crowded. A potential for expanded offerings in addition to housing this highly desirable program would be Robotics and Automation Technology.
9. Horticulture a) The Horticulture Advisory Committee is in place and is comprised
of approximately 19 members representing industry, business, postsecondary education, student and community.
b) Students in Ornamental Horticulture develop understanding of plants and landscaping. Skills include growing, designing and merchandising of decorative plants and cut flowers, the planting and maintenance of turf as well as landscape construction. Students can specialize in landscape operation, golf course maintenance, greenhouse culture, floral design, or agricultural mechanics. The program has a strong affiliation with the National FFA Organization giving students the opportunity to participate in many career development events helping the students to understand career concepts.
c) A planned budget for the Horticulture Department is in place for FY17
Description Budget
Horticulture Instructors (2.5) $241,976.65
Hort. Subscriptions/Workbooks $400.00
Horticulture Supplies $10,000.00
Horticulture Texts $4,000.00
d) Our Horticulture technical area resides in a hallway and a garage
with a greenhouse attached. It is a disjointed educational space. The theory space is in the basement and extremely small. Another deficiency of note in this area is ventilation. When machines are started outside on the perimeter of the building (i.e lawn mowers, tractors etc...) the fumes are pulled back into educational spaces and this problem happens in the back of our building as well. Although agricultural education is popular statewide, we could not offer programming such as agricultural mechanics, animal science
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or environmental science and technology programs. Our current Greenhouse is in failing condition, its glass unsafe.
10. Information Technologies a) The Information Technology Advisory Committee is in place and is
comprised of approximately 10 members representing industry, business, postsecondary education and community.
b) The Information Technology program offers training in PC repair, LAN/WAN networking technologies, web development & programing. Students begin preparations for various certifications necessary for computer support technicians, technician competency in managing, maintaining, troubleshooting, installing and configuring computer networks.
c) A planned budget for the Information Technology is in place for FY17
Description Budget
IT Instructor (2) $115,812.01
IT Aide $11,044.00
Information Technology Subsc/Workbooks
$2,000.00
Information Technology Supply $3,000.00
Information Technology Texts $4,000.00
d) Our Information Technology technical area is also very popular but
the space for students is minimal. In this program, a theory/computer lab divides up the 2,048 square foot space with workstations consuming much of the square footage for students. The state standard is 2,200 square feet for twenty students (110 sq. ft./student). The space is inadequate and leaves no room for expansion for offerings such as programming or web development.
11. Marine Services a) The Marine Services Advisory Committee is in place and is
comprised of approximately 12 members representing industry, business and parent.
b) The Marine Services department develop the skills necessary to repair and maintain boats. All aspects of vessel repair are covered with an emphasis on engine mechanical repair, DC electrical circuitry and computer diagnostics. There is a strong emphasis on academic skills such as mathematics, general science, written analysis, and verbal communication skills.
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c) A planned budget for the Marine Services Department is in place…
Description Budget
Marine Mechanic Instructor (2) $139,737.77
Marine Mechanic Aide $31,268.00
Marine Mechanics Supplies $7,000.00
Marine Mechanics Texts $250.00
Marine Subscriptions/Workbooks $175.00
d) In our Marine Service Technology program, one boat fills the
educational work space for our students. Marine is our second most popular technical area with strong regional labor market demand. Expanding into Marine Electronics and fiberglass work which would make graduates more marketable to employers is out of the question due to space constraints. Marine Service Technology operates in a 2,878 square foot space for approximately twenty students where the minimum set by state standard is 3,500 square feet for fifteen students (225 sq.ft./student)
III. Programs to be Added, Expanded, Contracted, or Discontinued A.
Program Current Enrollment
Approved Capacity
Proposed Capacity
Graphic Arts 39 48
Health Technologies
63 70
HVAC 15 24
Plumbing 38 48
Early Childhood Education
31 0
Welding 29 0
B. Program Detail of Changed Shops 1. Graphic Arts (Planned expansion to include Visual Design)
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a) Advisory Committee is in place and is comprised of approximately 8 members representing industry, business, postsecondary education, student and parent.
b) Students in Graphic Arts work as designers on a wide variety of projects including logos, digital photography, poster design, packaging design, advertising, web design, print production. As students progress, they work on realworld projects for community, schoolbased, and nonprofit clients, learning the teamwork and design skills needed to prepare for design careers. Creativity, technology, communication skills and the ability to meet tight production deadlines are emphasized. Over their four years students will learn to master PhotoShop, InDesign and Illustrator as well as DreamWeaver and Flash for web design and animation.
c) The Graphic Arts technical area has an appropriate space to
deliver the curriculum. Over a period of time, we would seek to transition from Graphic Communications to Design and Visual Communications which we realize would require a new application for Chapter 74 approval. However, the transition to Design and Visual Communications would not have facility implications because the space considerations are nearly identical.
d) In addition to the transition to Design and Visual Communications from Graphic Communications, we would seek to infuse small elements of Web Programming into the STEAM academy (from Section I) enhancing the workforce readiness of Design and Visual Communications students and all students in the STEAM academy.
e) A planned budget for the Graphic Arts Department is in place for FY17
Description Budget
Graphic Arts Instructor (2) $163,258.45
Graphic Arts Aide $46,629
Graphic Arts Subscr/Workbooks $0.00
Graphic Arts Supplies $2,000.00
Graphic Arts Texts $0.00
f) The advisory committee has not made a decision to move to
Design and Visual Communication formally. However, several
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changes to the technical area over the years have been in that direction. There would be minimal facility implications of moving from Graphic Communications to Design and Visual Communications as the Chapter 74 square footage requirements are 110 square feet per student for Design and Visual Communication and 150 square feet per student for Graphic Communications. The district realizes that a decision to fully transition to a Design and Visual Communications program would necessitate a Chapter 74 approval process.
2. Health Technologies (transition to include Medical Assisting and combine
with Dental Assisting) a) The Health Technologies Advisory Committee is in place and is
comprised of approximately 22 members representing industry, business, postsecondary education, student, parent and community.
b) A new or renovated Life Sciences Academy would remedy the inadequacy of the three classrooms that Health Technologies currently utilizes. The lack of a medical office lab is also a deficiency.
c) The Life Sciences Academy would propose to combine Health Technology and Dental Assisting and over time begin to offer Medical Assisting to students.
d) Students in Health Technologies are introduced to a broad range of healthcare and allied health careers. Students provide services either directly or indirectly to meet preventative, therapeutic, diagnostic, convalescent, rehabilitative, and custodial health needs of individuals. The broad curriculum provides entry level preparation for many areas of employment in healthcare. Students gain real world experience working in clinical settings such as a hospital, hospice care, skilled nursing & rehabilitation centers and other healthcare settings. After completion of the state written and practical exam students earn their certification as a CNA through the Massachusetts Nurse Aide Registry, as well as certifications in CPR, AED and First Aid.
e) A planned budget for the Health Technologies Department is in place for FY17
Description Budget
Health Tech Instructor (3) $232,361.39
Health Tech Aide $30,431
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Health Tech Subscriptions/Workbooks
$1,100.00
Health Technology Supplies $7,000.00
Health Technology Texts $2,500.00
f) The advisory committee for Health Technologies has had discussions about delving into medical assisting but no action or final decision has been made at this time. With regard to combining with the Dental Assisting program, the combination would be for the space and the number of students entering the proposed Life Sciences Academy. Currently, Dental Assisting students don’t start until late sophomore year. The combination would have no effect on the frameworks for either program but it would afford freshmen and sophomore students the opportunity to get a stronger medical background prior to entering the Dental Assisting program. The district realizes that a full transition to Medical Assisting would require a new application for Chapter 74 approval but facility implications would be minimal because the Chapter 74 square footage requirements are identical at 125 square feet per student.
3. HVAC (Potential merger with Plumbing & Heating)
a) The HVAC Advisory Committee is in place and is comprised of approximately 11 members representing industry, business, labor student and parent.
b) The HVAC technical has suffered through several years of low enrollment. Heating Ventilation and Air Conditioning (HVAC) is part of our construction cluster which was designed with the open concept popular in 1975. In the intervening years, this area has been walled off to create separate spaces for these programs. The HVAC is 435 square feet where the state standard calls for 750 sq.ft. In addition, the square footage for this program is far below the state standard.
c) The HVAC technical area will be given the opportunity to function as a stand alone program for the 20162017 school year. It is still under consideration to combine HVAC with our plumbing program. An assessment of the feasibility of this combination is ongoing and would certainly be in consultation with the DESE. With regard to our MSBA project, the technical area space will be combined because of the many cross training opportunities for students.
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d) The HVAC program provides students with the skills necessary to work on residential and commercial air conditioning, refrigeration and heating units. Students learn to install, service and repair the various types of equipment found in the industry. The shop utilizes the most current working systems and components for a better understanding of equipment. Students are prepared to take various related certification exams such as the EPA 608 Certification test, Industry Competency Exam and Massachusetts CMR oil burner technician certificate.
e) A planned budget for the HVAC Department is in place for FY17
Description Budget
HVAC Instructor (1) $75.818.20
Hvac Subscriptions/Workbooks $0.00
Hvac Supplies $6,000.00
Hvac Texts $850.00
f) The advisory committee for both Plumbing and HVAC have had
discussions about this potential merger but no action or final decision has been made at this time.
4. Plumbing (Planned merger with HVAC)
a) The Plumbing Advisory Committee is in place and is comprised of approximately 18 members representing industry, labor, postsecondary education, student, parent and community.
b) Plumbing resides in our construction cluster which was designed
with the open concept popular in 1975. In the intervening years, this area has been walled off to create separate spaces for these programs. The Plumbing theory room is woefully inadequate at less than 435 square feet where the state standard calls for 750 sq.ft. In addition, the square footage for the Plumbing program is far below the state standard. For example, Electrical is 3,008 square feet where the state standard is 3500 sq.feet. The Plumbing space is smaller than Electrical. The space is inferior for training in this high demand field that fuels our economy.
c) In the Construction Academy, the space for Plumbing and HVAC
will be combined and it is under consideration to combine the programs as well as noted in the HVAC section.
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d) Students in the Plumbing and Heating program prepare for
careers involving the provision of safe water supply to buildings, distribution of potable water to various plumbing fixtures, as well as the removal of wastewater and waterborne materials. Other areas include the maintenance and repair of existing plumbing systems, installation of gas pipe systems, water filtration devices, heating systems, sizing and installation of forced hot water and radiant heating systems. Students are instructed in accordance with the Massachusetts Plumbing and Gas Codes. All hours earned while in shop and theory are credited toward licensing for the Massachusetts Journeyman Plumber’s test.
e) A planned budget for the Plumbing Department is in place for
FY17
Description Budget
Plumbing Instructor (2) $139,140.79
Plumbing Subscriptions/Workbooks
$0.00
Plumbing Supplies $11,000.00
Plumbing Texts $500.00
f) The advisory committee for both Plumbing and HVAC have had
discussions about this potential merger but no action or final decision has been made at this time.
C. Program Detail of Closed Shops
1. Early Childhood a) Rationale for discontinuing After thorough review of the existing
programming by the Curriculum Subcommittee of the School Committee, two programs were recommended for future closure. Early Childhood Education was identified as one of these programs.
b) Timetable for closure The program will continue as it currently
exists for the 201617, 201718, 201819 school years. The program will not participate in the freshman exploratory process in the 201617 school year, limiting the program to the current existing students.
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c) The following text is from a letter sent to each student household after the June 23, 2016 decision to ultimately close our Welding/Metal Fabrication program: Dear Parent, Cape Cod Regional Technical High School is currently in the planning stages for a new or renovated facility through the Massachusetts School Building Authority (MSBA). It has become evident that Cape Cod Tech has too many programs as we look to renovate or rebuild. Due to this fact, the school committee was tasked with reviewing our seventeen technical programs through the curriculum subcommittee. You are receiving this letter because, unfortunately, Early Childhood Education was chosen to be discontinued at our school committee meeting on June 23, 2016. This decision was made after presentations by the programs under consideration for elimination and careful deliberation. Although your son/daughter, __________, is a going to be a (sophomore, Junior, senior) in this program, he/she will be allowed to complete their chosen field of study as the program is phasedout over a three year period. Please do not hesitate to contact my office for further clarification at 5084324500 Ext. 214 or email me at [email protected].
d) The program will operate as it currently exists until its ultimate closure which is expected after the completion of the 201819 school year. All students currently enrolled in the Early Childhood Program as of 6/30/16 will be permitted to continue until its scheduled discontinuance.
2. Welding
a) Rationale for discontinuing After thorough review of the existing programing by the Curriculum Subcommittee of the School Committee, two programs were recommended for future closure. Welding was identified as one of these programs.
b) Timetable for closure The program will continue as it currently exists for the 201617, 201718, 201819 school years. The program will not participate in the freshman exploratory process in the 201617 school year, limiting the program to the current existing students.
c) The following text is from a letter sent to each student household after the June 23, 2016 decision to ultimately close our Welding/Metal Fabrication program:
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Dear Parent or Guardian, Cape Cod Regional Technical High School is currently in the planning stages for a new or renovated facility through the Massachusetts School Building Authority (MSBA). It has become evident that Cape Cod Tech has too many programs as we look to renovate or rebuild. Due to this fact, the school committee was tasked with reviewing our seventeen technical programs through the curriculum subcommittee. You are receiving this letter because, unfortunately, Welding/Metal Fabrication was chosen to be discontinued at our school committee meeting on June 23, 2016. This decision was made after presentations by the programs under consideration for elimination and careful deliberation. Although your son/daughter, _______, is a going to be a (sophomore, Junior, senior) in this program, he/she will be allowed to complete their chosen field of study as the program is phasedout over a three year period. Please do not hesitate to contact my office for further clarification at 5084324500 Ext. 214 or email me at [email protected].
d) The program will operate as it currently exists until its ultimate closure which is expected after the completion of the 201819 school year. All students currently enrolled in the Welding Program as of 6/30/16 will be permitted to continue until its scheduled discontinuance.
Of special note with regard to the process used to determine the closures:
One of the three goals of the Superintendent for the 20152016 school year was to review all seventeen programs. The rationale for this review was to address declining enrollment, to decrease per pupil expenditure, to ensure that we continue to meet industry labor needs and to identify programs that should be offered in a new or renovated facility through the MSBA. All seventeen programs were reviewed on six data points:
1. Program enrollment history in March from 2011 – 2015 2. Post graduate placement data 20062013 3. Three year average per pupil cost 4. Program wage and labor statistics 5. Cooperative Education and Internship placements from
2013, 2014 & 2015 6. Four year average retention rate
At the October 22, 2015 General Advisory Committee, the review process was explained and feedback was sought. This process
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was also explained to the Vocational Lead Teachers on November 22, 2015 for the purpose of alerting advisory committee members. Prior to completing the review, Vocational Lead Teachers were provided a preview of the report (Appendix A) for additional feedback on March 23, 2016. At the February 25, 2016 school committee meeting, the committee was given the Review of Technical Programs which generated a discussion about the need to reduce the number of programs. In addition, it was determined that the curriculum subcommittee would conduct the reviews. On March 2, 2016, a special meeting of the curriculum subcommittee of the school committee was held. At this meeting, the following schedule was set: Wednesday, March 30, 2016 @ 3:00 pm
Curriculum Sub Committee to Determine programs to be reviewed and distribute information on possible additions. At this meeting, the committee chose seven programs for review based upon the report. Those programs are noted in the schedule below.
Tuesday, April 12, 2016 @ 4:30 pm Curriculum Sub Committee to Review
Graphic Communications Early Childhood Education
1 hour allotted to each program Tuesday, May 17, 2016 @ 4:30 pm
Curriculum Sub Committee to Review Welding Auto Collision Culinary Arts
1 hour allotted to each program Wednesday, June 1, 2016 @ 3:00 pm
Curriculum Sub Committee to Review Automotive Technology Dental Assisting
1 hour allotted to each program Tuesday, June 14, 2016 @ 4:30 pm
Curriculum Sub Committee Determining existing and new programs for recommendation to School Committee. The recommendation was to discontinue Welding and Early Childhood Education.
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Thursday, June 23, 2016 @ 7:00 pm Curriculum subcommittee to Present recommendations to School Committee. The full committee voted 114 to discontinue Welding and Early Childhood Education.
This detailed process which can be accessed at http://capetech.us/domain/144 was conducted in public meetings with ample time for public comment. Each technical area under consideration was allotted one hour to present their case. In most cases, advisory committee members were a part of the presentations. Support letters were received from a variety of advisory committee members. As previously stated, advisory committees were informed as early as October 2015 that this review would be coming. Advisory committees were given multiple opportunities to be a part of the process. The closures were based upon the data in Appendix A as well as the content of the presentations.
IV. Confirming Statements
A. The Cape Cod Regional Technical High School District understands that this submittal documents the District’s desire to investigate potential changes to existing Chapter 74 programming as part of its Feasibility Study only, does not commit the District or the MSBA to any particular Chapter 74 Program offerings at Cape Cod Regional Technical High School District project, all local decisions and approvals regarding Chapter 74 programming offerings are to be finalized prior to the District submitting its Preferred Schematic Report to the MSBA, and that DESE review and acknowledgement of the District’s proposed additions, expansions, contractions, and/or discontinuations to its current Chapter 74 program offerings must be provided with the District Preferred Schematic Report.
B. The Cape Cod Regional Technical High School District further understands that,
among other things, program area associated with Chapter 74 programming and total square footage of the Cape Cod Regional Technical High School project shall be subject to the approval of the MSBA Board and the final approval of the Proposed Project at the Cape Cod Regional Technical High School project shall be within the sole discretion of the MSBA Board.
Cape Cod Regional Technical High School, Harwich, Ma. Feasibility Study - Preliminary Design
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Cape Cod Regional Technical High School, Harwich, Ma. Feasibility Study - Preliminary Design
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